Abstract
The present study is a narrative review aiming to synthesize how family and educational environments concern the affective and sexual development of a person with intellectual disabilities (ID). In order to comprehend this phenomenon/context, studies published in magazines, newspapers, theses, dissertations and other scientific documents were investigated, which address the sexuality of people with intellectual disabilities, in addition to the individual's own view of their sexuality. As it is a narrative review, the data were analyzed from a qualitative perspective, and demonstrate that despite the sexuality of the individual with ID is the same as those who do not have a disability, the environment in which they are inserted can negatively influence their sexual development. Therefore, sexual education reveals itself to be relevant, since knowing about the subject and having an interdisciplinary space to discuss such matters can contribute to a safer affective-sexual development. For this, it is necessary for this process to be carried out in an inclusive way, contemplating the needs and subjectivities of the person with ID, as well as their family.
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